Mapping the experiences of immigrant educators in early childhood and school settings in Canada and beyond

Immigration in high-income countries has increased due to policies addressing economic, workforce, and population challenges, with a growing focus on filling specific labour shortages, such as in early childhood education. Immigrant early childhood educators have become essential in supporting the shortage in the sector leading to an evident demographic shift in the composite of early childhood educators, yet more research is needed globally to understand their experiences and improve retention in the sector. This study conducted a scoping review across Canada, Australia, New Zealand, the United Kingdom, and the United States to explore what is known about their experiences, aiming to identify challenges, supports, and strategies for fostering more inclusive practices. We searched four databases, screened 1930 articles, and included 13 articles for synthesis and analysis. Four themes were identified to answer the research question: defining their identity as educators in a new country; challenges to their ways of caring; their reflection on play-based learning; and their deep understanding of immigrant families. Our review suggests the requirement for more research that amplifies the voices and perspectives of immigrant educators through methodologies that enhances their active participation in research.